Administrative people are interested in work that offers security and a sense of being part of a larger process. They may be at their best operating under supervisors who give clear guidelines, and performing routine tasks in a methodical and reliable way.

They tend to enjoy clerical and most forms of office work, where they perform essential administrative duties. They often form the backbone of large and small organisations alike. They may enjoy being in charge of office filing systems, and using computers and other office equipment to keep things running smoothly. They usually like routine work hours and prefer comfortable indoor workplaces.

Gifted/Exceptionally Able

In general, a gifted, talented or exceptionally able child is defined as "having potential in one or more areas that would place him/her in the top 2 to 5% of children of the same age". The key indicator of a gifted child is one who learns things a little earlier, a little faster, a little better, a little differently.

A child can be both exceptionally able in one area, but also have a disability, i.e. Asperger Syndrome or Dyslexia. This is referred to as 'dual exceptionality' (Ref. GiftedKids.ie).

The range of characteristics identified for the gifted and talented child includes:

Keen powers of observation

Learnt to read very early, often before school age

Reads widely and rapidly

Well developed vocabulary - takes delight in using unusual and new words

Has great intellectual curiosity

Absorbs information rapidly - often called sponges

Very good memory - can recall information in different circumstances

Has the ability to concentrate deeply for prolonged periods

Very good powers of reasoning and problem solving

Has intense interests

Possesses unusual imagination

Has a great interest in "big" questions, e.g. the nature of the universe, the problem of suffering in the world, environmental issues

Many gifted students achieve academically and are engaged in learning. They may possess exceptional abilities, but most cannot excel without assistance. They need assistance both academically, and emotionally, through understanding, acceptance, support and encouragement. The unmotivated gifted student is often seen as a problem student, with behavior and learning issues.

The Education Act, (1998) makes provision for the education of all students, including those with a disability or other special educational need. ‘Special educational needs’ are defined in the Act as referring to the needs of students who have a disability and the educational needs of exceptionally able students.’ However, a more recent act, the Education for Persons with Special Educational Needs (EPSEN) Act, (2004) in its reference to disability does not explicitly refer to exceptionally able students (Ref. CIDREE Report, March 2010).

The National Council for Curriculum and Assessment (NCCA) is the organisation responsible for advising the Minister for Education on curriculum and syllabuses for students with a disability or otherspecial educational needs. NCCA recognise gifted, or exceptionally able children, as a special needs category and has developed draft guidelines for teachers of exceptionally able students. Because these students learn and think differently from other students, they may require supports such as programme modifications to accommodate their advanced abilities to learn.

Six profiles of exceptionally able students are identified by NCCA:

The Successfuls

The Challengings

The Undergrounds

The Dropouts

The Double Labeled

The Autonomous Learner

These profiles are explained in detail in the NCCA guidelines('Exceptionally Able Students - Draft Guidelines for Teachers' available here).

Learning Tips and Support strategies

Provide appropriate academic challenges

Create opportunities to feel connected, less isolated

Acceleration – Students can be accelerated across the year or within subjects

These and other /teaching/learning strategies are outlined in detail in CCEA report 'Gifted and talented children in (and out) of the classroom' (available here)

Achievement and Career Progression

Making career choices is challenging for all students, and it can be particularly overwhelming for the gifted/exceptionally able student, who experiences multiple interests and abilities. This in turn opens up many, potential career paths, leading to numerous choices and decisions.

The ability and capacity "to do anything" can be confusing. It can become an obstacle to setting and achieving goals, or make the student feel that they will disappoint others, because no matter which career path is chosen, there is always a "road not taken". All these thoughts and fears add a further layer of difficulty for the gifted/exceptionally able student.

Gifted/exceptionally able students often have had very specific goals in mind from an early age, but because they were young, and were not taken seriously, they lose faith in those ambitions.

Other students downplay their giftedness by lowering their academic achievement and their career aspirations.

It is suggested that instead of focussing on multi interests and abilities, career planning with gifted students can benefit from exploring their values, life-goals and hobby/ leisure activities as a basis for career decision-making.

SESS operates under the remit of the Teacher Education Section (TES) of the Department of Education and Skills to provide a range of knowledge and skills for those working with pupils with Special Educational needs.

Uk Social network site started by the University of Warwick in 2008 to help gifted young people between the ages of 13-18 realise their full potential. Members have access educational resources and apps including a careers hub.

A report from the CCEA which looks at what it means to be Gifted/Talented in and out of the classroom. Includes an appendix list of extra-curricular activities and enrichment ideas for stimulating and challenging Gifted/Talented students.

Founded at Dublin City University in 1992, the Centre for Talented Youth, Ireland is a branch of CTY International and provides extra-curricular enrichment to students aged 6-16 as well as guidance for their parents and teachers.

NCCA publication (2007) which aims to promote a better understanding of the challenges faced by exceptionally able children and their families. Suggests concrete ways in which educators and parents can help.